Malaysian Culture

HANDBOOK FOR U.S.
HOST FAMILIES OF
Malaysian Participants
TABLE OF CONTENTS
Malaysian Culture Quiz ......................................................................................................................3
Introduction ......................................................................................................................................7
Foreword ...................................................................................................................................................................7
Handbook Objectives ................................................................................................................................................7
Overview ...................................................................................................................................................................8
Brief Outline of the History of Malaysia ....................................................................................................................8
Geography .................................................................................................................................................................9
Climate ......................................................................................................................................................................9
Community Life................................................................................................................................ 10
Diversity of Malaysia ...............................................................................................................................................10
Culture .....................................................................................................................................................................10
Generalizations and Stereotypes ............................................................................................................................12
Culture and Perception ...........................................................................................................................................13
Celebrations and Holidays .......................................................................................................................................14
Personal Life .................................................................................................................................... 16
Collectivism/Group Affiliation .................................................................................................................................16
Direct versus Indirect Communication ....................................................................................................................16
Concept of “Face”....................................................................................................................................................17
Meeting & Greeting Etiquette .................................................................................................................................18
Personal Space ........................................................................................................................................................18
Privacy .....................................................................................................................................................................19
Sense of Time ..........................................................................................................................................................19
Religion ....................................................................................................................................................................19
Muslim Students .....................................................................................................................................................20
Buddhist Students ...................................................................................................................................................22
Hindu Students ........................................................................................................................................................22
Religion in Your Household .....................................................................................................................................23
Personal Hygiene .....................................................................................................................................................23
Sensitive Subjects ....................................................................................................................................................24
Family Life ....................................................................................................................................... 26
Respect for Elders and Authority ............................................................................................................................26
Family Roles.............................................................................................................................................................26
Household Chores ...................................................................................................................................................27
Family Togetherness ...............................................................................................................................................27
Showing Affection ...................................................................................................................................................27
Parental Guidance ...................................................................................................................................................27
Food.........................................................................................................................................................................28
Teenage Life .................................................................................................................................... 30
Peer Relationships & Dating ....................................................................................................................................30
Social Events & Parties ............................................................................................................................................30
Clothing & Appearance ...........................................................................................................................................30
Transportation .........................................................................................................................................................31
Hosting Participants from Malaysia 1

School Life ....................................................................................................................................... 32
Daily Schedule .........................................................................................................................................................32
Classes & Schoolwork ..............................................................................................................................................32
Teacher-Student Interaction ...................................................................................................................................33
Extracurricular Activities .........................................................................................................................................33
School Environment ................................................................................................................................................33
School Uniform and Dress Code ..............................................................................................................................34
Parental Involvement ..............................................................................................................................................34
Conclusion ....................................................................................................................................... 34
Appendix A – References.................................................................................................................. 35
Appendix B – A Guide to Malaysian Cuisine ...................................................................................... 36
Appendix C – YES Cultural Tips Sheet ................................................................................................ 38
Acknowledgements.......................................................................................................................... 43

MALAYSIAN CULTURE QUIZ
Take this quick true/false quiz to find out how much you already know about Malaysia and Malaysian
culture.
1. T or F Malaysia is a young country with a long, diverse cultural history.
2. T or F The way that a Malaysian person communicates is most likely to be very straightforward
and direct.
3. T or F In Malaysia, religion is often tied to a particular ethnic group.
4. T or F Buddhism is the official religion of Malaysia
5. T or F To a Malaysian student, the term “saving face” would have the same meaning as it does
in the U.S.: protecting one’s own reputation in a situation of potential embarrassment.
6. T or F It is less common for Malaysian teenagers to date than it is for U.S. teenagers.
7. T or F It is common in Malaysian households to have a live-in helper or maid.
8. T or F There are many elective classes in Malaysian schools.
9. T or F Malaysians generally value the good of the whole as more important than the good of
the individual.
10. T or F A Malaysian student is likely to want his or her own space and to be left alone the
majority of the time.

Malaysian Culture Quiz Answers
1. T or F Malaysia is a young country with a long, diverse cultural history.
True. The modern day country of Malaysia was founded in 1948. However Malaysia’s diverse
cultural heritage developed throughout centuries of trade and various forms of leadership. See
page 8 for more details.
2. T or F The way that a Malaysian person communicates is most likely to be very straightforward
and direct.
False. Malaysian communication style would be on a more indirect end of the communication
spectrum. Communication with Malaysian exchange students might be frustrating for US
Families. See page 16 for more information.
3. T or F In Malaysia, religion is often tied to a particular ethnic group.
True. Malaysia is often described as having three distinct ethnic groups: Malay, who are all
Muslim by law; Indian, who most commonly practice Hinduism; and Chinese, who are often
Buddhist or Christian. However, Malaysian diversity is very complex with many layers. Visit
page 10 for more information.
4. T or F Buddhism is the official religion of Malaysia
False. The official religion of Malaysia is Islam. Visit page 19 to read more.
5. T or F To a Malaysian student, the term “saving face” would have the same meaning as it does
in the U.S.: protecting one’s own reputation in a situation of potential embarrassment.
False. The concept of “face” is treated a little differently in Malaysia than in the U.S. “Face” is
something that can be given to others as well as earned and this might affect interactions
between you and your students. Visit the section on page 17 to read more.
6. T or F It is less common for Malaysian teenagers to date than it is for U.S. teenagers.
True. In Malaysia, teenagers are more likely to spend time together in large groups. Boys and
girls might spend time together in these large groups, but dating in the U.S. sense of a boy and
girl going out alone together would most likely be considered inappropriate behavior in
Malaysia. See page 30 for more information.
7. T or F It is common in Malaysian households to have a live-in helper or maid.
True. Many households in Malaysia have maids to do housework. As a result, Malaysian

students, especially boys, may not have experience doing household chores as many U.S.
students are expected to have. See the section on page 27 for more information.

8. T or F There are many elective classes in Malaysian schools.
False. Many Malaysian exchange students feel overwhelmed by the amount of choice there is
available in U.S. schools. In general, it is not common for Malaysian students to have a wide
variety of different classes in school to choose from; most everyone takes the same subjects.
Visit the page 32 to find out more.
9. T or F Malaysians generally value the good of the whole as more important than the good of
the individual.
True: When compared to U.S. culture, Malaysian culture would be considered more collectivist.
Collectivism tends to value the good of the whole as more important than the good of the
individual: “One generation plants the trees and another gets the shade.” Learn more about
collectivism in the section on page 12 and page 16.
10. T or F A Malaysian student is likely to want his or her own space and to be left alone the
majority of the time.
False: The way household space is divided in Malaysia is different than it is in the U.S. Americans
often have their own private space and don’t go into each other’s rooms unannounced.
Malaysian students have their own space (a room), but it is likely to be openly shared with
everyone in their family. Your student is also likely to “hang-out” in family areas like the kitchen
or living room. See page 18 for more information.

INTRODUCTION
Foreword
Thank you for volunteering to welcome a student from Malaysia into your home, family and community!
The coming months will present many wonderful learning opportunities for both you and your student.
Handbook Objectives
This handbook is dedicated and directed toward you as the host family of a student from Malaysia. You
are one of the indispensable ingredients required for an international exchange program to be
successful.
By being aware of the cultural differences and by learning how to deal with these differences, you can
make a positive impact on your student’s experience and on your student’s relationship with your
family. This handbook is designed to help you learn about both the Malaysian and U.S. cultures through
understanding the major differences between the two cultures. It is organized according to the
following topics:
 Community Life – Malaysian life is very community-centered; this section will explain how your
Malaysian student perceives community and how you can help with the adjustment process into
your community.
 Personal Life – Your Malaysian student’s core values and private customs will affect how you
relate to each other. This section discusses basic communication styles, religions, personal
hygiene and sensitive topics.
 Family Life – Family plays a central role in community activities and personal life. Learn how
your Malaysian student may think about and communicate with his or her family as well as
strategies for integrating your student into your own family.
 Teenage Life – The way teenagers interact is affected by culture. This section shows Malaysian
expectations for social life with his or her peers.
 School Life – School and study in other countries varies widely. In this section, you will learn
how to help your student adjust to the education environment in the U.S.
In familiarizing yourself with this handbook, it may be helpful to focus first on areas of special interest to
you and your family. While your student is here, we encourage you to refer back to the handbook as a
guide for topics and situations that arise.
Throughout the handbook, you will find helpful tips indicated by a light bulb icon.
Quotations from previous host parents of Malaysian students offering advice and
examples of their experiences are indicated by the speech bubble icon.
Please keep in mind that each student is unique and your student may not match all of the cultural
information in this handbook. This is not a book of answers; rather, this book is intend to be a guide that
provides you tools and suggestions to help you and your student learn from each other during your
experience together.
Above all, we hope you enjoy yourself as you and your family members join together with your
Malaysian student on a journey of self and cultural discovery.

Overview
Malaysia is a relatively new country—it gained its independence in 1957—but the people of Malaysia
have been around for centuries. Since its independence, Malaysia has become one of the most
successful industrializing countries of the Asian Pacific region, yet it continues to retain a strong rural
society with several indigenous communities (King, 2008). According to the US Central Intelligence
Agency (2011), the population of Malaysia is estimated to be 28.7 million. Much of what you can expect
from your student will depend upon where your student lives in Malaysia (e.g., urban or rural) and your
student’s ethnic background.
Malaysians take great pride in their country’s rich diversity of ethnicity, culture and religious beliefs and
the peaceful coexistence of these diverse ethnicities in modern times.
Brief Outline of the History of Malaysia

 9th – 13th Century: Buddhist Kingdom
 13th – 14th Century: Hindu Kingdom
 14th – 15th Century: Conversion to Islam
o By this time the area that is now Malaysia was a cosmopolitan center for trade and
commerce in the region
o This made it very attractive as Europeans began to explore the area
o Early Chinese and Indian migration begins
 16th Century: Portuguese invade; beginning of European Expansion
 17th Century: Dutch take over the Portuguese
 18th – 20th Century: British slowly gain control and establish protectorates over the Malay
sultanates on the Malay peninsula
o 19th Century: Large-scale Chinese and Indian immigration begins
 1941 – 1945: Japanese occupation during WWII
 1948: The territories on the peninsula became the Federation of Malaya
 1957: Independence
o First Prime Minister: Tunku Abdul Rahman
o 1963: Singapore, Sabah & Sarawak (Borneo) join the Federation  Renamed Malaysia
o 1965: Singapore leaves Federation
 1948 – 1989/90: Various Communist uprisings around the country; ended with peace
agreements in 1989 & 1990
 1991: The Malaysian government sets the goal for Malaysia to be a fully developed country by
the year 2020
(Bindloss & Brash, 2008; CIA World Factbook, 2011; King, 2008; Hooker, 2003; Richmond et al, 2009)

Geography
The country of Malaysia is literally half way around the world from the United States. It is located just
north of the equator and south of Thailand and Vietnam. Malaysia consists of two main regions:
peninsular Malaysia, which is south of Thailand, and a portion of the island of Borneo which is just north
of Indonesia. The two regions are separated by the South China Sea. Together the two regions are
slightly larger than the state of New Mexico according to the CIA World Factbook (2011). There are 13
states and 3 federal territories; the capital of Malaysia is Kuala Lumpur, which is also the largest city. It is
located on the western side of peninsular Malaysia.
CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/geos/my.html
Malaysia is 16 hours ahead of U.S. Pacific Standard Time. Subtract one hour during Daylight
Saving Time.
Climate
Given its close proximity to the equator, the climate in Malaysia is relatively the same year round.
Malaysia has a hot, humid, tropical climate with temperatures ranging from 20 C (68 F) at night to 30 C
(86 F) or higher during the day. Rainfall in Malaysia does not vary greatly throughout the year; it typically
will rain for short lengths of time almost daily for the duration of the year, but will rarely ever rain all
day. Particular regions of Malaysia do experience a monsoon season (Richmond et al, 2009).
Your student may not be used to cold temperatures and will most likely not be used to stepping outside
into the cold. If you live in a climate with cold, wintery weather, your student will probably need advice
as to how to dress properly and s/he may need to borrow or purchase warm clothes. If you live in a hot
climate, your student may not be accustomed to the coldness of air conditioned places.

COMMUNITY LIFE
Diversity of Malaysia
Malaysians are very proud of their unique diversity of ethnic groups. Your student’s cultural practices
will largely depend upon the ethnic group with which s/he identifies. For this reason, you may find that
some of the topics in this handbook are organized according to specific ethnic groups.
The three main ethnic groups in Malaysia are: Malay, Chinese and Indian. The terms Malay and
Malaysian are sometimes mistakenly identified. The term Malaysian describes all citizens of Malaysia.
The term Malay refers to a distinct ethnic group in Malaysia. Malays make up a majority of the total
population. Ethnic Chinese and Indian populations have a long history in Malaysia; their migration can
be traced back as early as the 14th and 15th centuries respectively. There are many other ethnicities living
in Malaysia as well, including an indigenous population of about 10%. Some of the other ethnicities in
Malaysia include: Kadazans, Bajaus, Muruts, Portuguese, Sri Lankans, Melanaus, Indonesians and
Bangladeshis among others.
The official language of Malaysia is Bahasa Melayu, also referred to as Malay. Many Malaysian students
speak English from studying it in school. Other languages spoken are Cantonese, Mandarin, Tamil, and
many more. In fact, some students attend private schools where Mandarin is primarily spoken. It is not
uncommon for a student to be fluent in three or more languages.
Islam is the official religion of Malaysia, but Hinduism, Buddhism, and Christianity as well as others are
freely practiced. Religion in Malaysia is generally tied to particular ethnic groups. The Constitution of
Malaysia states that, by law, all ethnic Malays are Muslim. While there are other ethnic groups who are
Muslim, many ethnic Chinese are Buddhist or Christian and many ethnic Indians are Hindu.
Though Malaysians are free to practice their cultural traditions, there is sometimes tension between
members of different ethnicities. We encourage you to discuss the diversity in your community with
your student.
Culture
Understanding your student’s distinct culture and how it relates and contrasts to your own is a key to a
successful hosting experience.
What is culture?
Culture is a set of behaviors, values and beliefs created by groups of people, giving them a sense of
community and purpose. You can belong to any number of cultures, for example: workplace culture,
faith culture, generational culture or geographically defined culture. Many times we follow rules of
culture without really knowing we are doing so.

The Cultural Iceberg
One way to understand the various parts of culture
is by thinking about culture as if it were an iceberg.
The iceberg shows that some elements of culture

are above the surface of the water and are visible.
We are aware of these aspects of culture because
they are reflected in our behaviors. Other aspects
of culture lie under the water line and are invisible.
These aren't obvious to us and include our values,
norms and beliefs.
The visible and invisible parts of culture interact

with each other in ways that you probably don't
normally stop to consider. For example, a common
nonverbal behavior such as waving good‐bye is
visible, but what that gesture means is invisible. In
one culture it could mean “good‐bye”, in another
“come here”, and yet another “go away.”
When two cultures, like two icebergs, collide, the

real clash usually occurs not in those visible
differences but rather below the surface where
values, beliefs and thought patterns conflict.
During the hosting experience you and your

hosted participant may feel uncomfortable
with a situation but don’t quite know why.
Chances are good that you are experiencing
cultural differences “below the surface of
the water.” Being aware of this dynamic and
the potential for learning what exists within
it are a huge part of the cultural learning
process.
You may be wondering, “How can I learn

about myself through contact with
someone different from me?” It is most
often through the contrast between the
two, that new awareness and knowledge
arise. In other words, you may not be aware
of your own values, beliefs, and customs
until you come into contact with someone
whose values, beliefs, and customs differ
from your own. The goal of this handbook is to help you build awareness of your own and your
participant’s culture in order to help you both have a more enjoyable and educational hosting
experience.

Generalizations and Stereotypes
To help you along in this process of mutual discovery, which the hosting experience presents, it is often
useful to begin by considering cultural generalizations.
Cultural generalizations are defined as the tendency of the majority of people within a culture
group to share certain values, beliefs and behaviors.
Generalizations do not apply to all people within a culture group, and so should be used only
as a guide to beginning conversation and developing understanding with your participant.
An example of a cultural generalization is the strongly held U.S. American value of individualism. U.S.
Americans tend to like to do things themselves and see themselves as responsible for their own lives.
These things are reflected in popular expressions such as “pulling yourself up by your own bootstraps”
or “the buck stops here.” But this doesn’t mean that all Americans value individualism in the same way
and to the same degree. Rather, on average, most Americans hold this value and their culture views this
as a positive.
By contrast, Malaysians generally value collectivism. Collectivism tends to value the good of the whole
as more important than the good of the individual: “One generation plants the trees and another gets
the shade.”
In a culture that tends to be more collectivist, the interests of the group, whether it be family,
classmates or community, are typically given priority over those of the individual. People from such
cultures tend to avoid confrontation and do not directly reveal negative feelings as we might in the U.S.
Maintaining harmony within a group is very important in a collectivist culture. There tends to be more
emphasis on family relationships in these cultures.
Cultural generalizations should not be confused with cultural stereotypes, which are fixed
ideas or exaggerated beliefs about every individual in the culture group. They are often
negative in nature and untested.
An example of a cultural stereotype would be “U.S. Americans are materialistic.” To better understand
the difference between cultural generalizations and stereotypes, please refer to the continuum figure
that follows. On the left side, individualism is displayed as a U.S. value, and the right side shows the
Malaysian value of collectivism.

We see that only a small portion of each population sits at the extreme ends of this continuum. The
majority of each population sits somewhere in the middle, with some from each culture tending more
toward individualism and more toward collectivism. This graph also exemplifies the difficulty in
quantifying values. Values can only be expressed in a way that is general with room for flexibility.
It is also important to keep in mind that culture is not the only factor influencing behavior. See the
following chart for examples. On the left we have the general factors that might influence behavior at
any given time. On the right the chart is filled in with an example of a person deciding whether or not to
answer a phone call:
People can differ in many other ways, such as their likes and dislikes, personalities, and life experiences.
The situation at hand can also have an impact on how people behave. In the example above, a
Malaysian person may decide to answer the phone call at work, and his/her coworkers would probably
not object or think it inappropriate, which does represent strong family ties that are generally
characteristic of Malaysian culture. However another person, even another Malaysian, might make a
different decision as influence by any of the other factors above. For this reason, we emphasize that
cultural generalizations should only be a starting point for exploration and discussion on how your
cultural values may be similar to or different than those of your student.
Culture and Perception

Culture shapes your perception in the same way that different colored glasses change what you see.
For example, if you were to look at a yellow car while wearing a pair of blue‐tinted glasses, the car
would appear green. However, if you were to view the same yellow car through pink‐tinted glasses, it
would appear orange. Similarly, you and your student may see the same situation with two different
“cultural lenses” or sets of values, norms and beliefs. If you are not aware of the color of each other’s
lens, in other words, the cultural context of a given situation, conflict and misunderstandings are more
likely to occur.
When misunderstandings occur, seek clarification by exploring cultural differences that may
be at play. You don’t need to change, just explain! A little flexibility goes a long way.

Celebrations and Holidays
Celebrations and holidays are deeply imbedded in Malaysian culture. Public holidays include both
religious and national holidays. It is likely that your student will experience homesickness during
Malaysian holidays, especially if the holiday is not typically celebrated within your community. This will
probably be your student’s first time to celebrate a holiday without his/her natural family. The following
is a list of holidays on which your students is most likely to become homesick or wish to call home; it is
not necessarily a complete list of Malaysian holidays.
Birthdays
Birthdays in Malaysia are very small and humbly celebrated. Most families do not give gifts to each
other on their birthdays. Some families might take their children out to eat for their birthday.
Ask your student what s/he is accustomed to doing on his/her birthday.
The major Malaysian holidays that your student may wish to celebrate are listed below. Some holidays
may be very important to your student and s/he may feel it necessary to call, or e-mail his/her family on
these days. This might also be an opportunity for your student to share his or her traditions with you.
National Holidays
 Independence Day – August 31st
Commemorates the date that the Federation of Malaya gained independence in 1957 from the
British.
Muslim Festivals
 Ramadan – Based on the Lunar Calendar, dates vary each year
A month-long period in which Muslims, who wish to practice, will fast from sunrise to sunset.
During this time, Muslims do not eat or drink anything, including water. Families typically break
the fast each day after sunset and eat once more in the morning before sunrise. Your student
may wish to participate in this fasting. (See Religion for more details.)
 Hari Raya Aidilfitri – Immediate three days following Ramadan
A three-day celebration which is the largest and most important holiday of the year for the
Islamic community. Families give gifts to friends and neighbors and host large gatherings to
mark the end of the holy month of fasting.
 Hari Raya Haji – Date varies according to the lunar calendar, generally in the fall
This holiday is practiced to remember the readiness of the biblical/Quranic figure Abraham to
sacrifice his son. In Malaysia, some Islamic communities slaughter a cow or goat in
commemoration and will share the meat with family, friends and charities.
One host Mom woke up before dawn to cook for a Muslim boy at Ramadan because she
thought she had to. I told her it was perfectly fine to expect him to cook for himself since the
rest of the family did. I reminded her that he was here to experience American culture and if
she expected her kids to cook for themselves, then she should expect the same from him.
– AFS-USA Support Staff
If you’re hosting a Muslim student they will most likely want to contact home during these
holidays, especially Hari Raya Aidilfitri. Please communicate with your student in advance
and decide which method of contact will be most convenient.

Christian Festivals
 Christmas – December 25th
 Easter Sunday – Date varies between March 22nd - April 25th.
Buddhist Festivals
 Wesak Day – Varies according to Lunar Calendar
Celebration in the honor of Buddha’s birthday. Buddhist families observe this holiday by
spending time with family and friends and also by: meditating, giving to charity, eating
vegetarian food and “bathing” the Buddha.
Hindu Festivals
 Deepavali – Five-day celebration sometime in October or November
Known as the “Festival of Lights,” this is an important family holiday for Hindus. Hindus go to
the temple together, wear new clothing and participate in traditional rituals. The rest of the
holiday is spent with family and friends sharing special treats and visiting.
 Thaipusam – Falls on the full moon in the Tamil month of Thai (Generally January or February)
A Hindu religious holiday that is celebrated in the honor and worship of Lord Murgan. Some
Hindus take vows and make promises to Lord Murgan. In certain areas of Malaysia, Hindus
shave their head and participate in large festivals.
Most Hindu exchange students will only observe Deepavali and not Thaipusam while in the
U.S. They may wish to contact their families on both of these important holidays.
Chinese Festivals
 Chinese New Year – depends on the Chinese calendar, usually in January or February
Chinese New Year is a fifteen day celebration, welcoming the arrival of spring. Chinese families
will spend time together and hold a traditional family dinner. The color red is seen everywhere
during the celebration of the New Year as red is a symbol of prosperity.
 Lantern Festival – Starts on the first day of the Chinese calendar, usually in August or September
Celebrates the arrival of autumn.
Many large cities in the U.S. celebrate Chinese New Year. If your student wishes to observe
this holiday you may be able to find a temple nearby that is holding a celebration.

PERSONAL LIFE
This section deals with core values and private customs. Understanding the core values and customs
that underlie your student’s cultural development can help you have a successful exchange experience.
This chapter gives you some tools to understand and communicate with your student. Effective
communication includes awareness and understanding of the other person, regardless of their cultural
background.
Collectivism/Group Affiliation
A Malaysian student will generally see themselves in the context of a larger society. American teens are
brought up to “think for themselves,” while Malaysian students are brought up to put the well-being of
the group over that of the individual. Whether it is their ethnic group, religious affiliation, or family,
Malaysian’s sense of group affiliation is deep rooted.
As a host parent of a Malaysian student you may perceive your student is making a negative comparison
to your community or your family when s/he speaks about her country. This is probably due to your
student’s strong sense of group affiliation. Understanding where this attribute stems from is the first
step to cultural understanding.
Our student was very respectful at all times to adults. Her teachers loved having her
because she was a very hard worker as a student. However, the feeling from my viewpoint
was that she felt she was much better than us. Try to underscore for your student that our
ways may be different but neither is “better”, just different.
– U.S. Host Family
Direct versus Indirect Communication

In a collectivist society, consensus-seeking and non-confrontation in considered an important value.
This value can clash with the American value of direct communication. As Americans we are often open
regarding our feelings and thoughts. Your student may feel that if s/he is open with her feelings with
you, s/he might appear disrespectful.
One study by Dr. Albert Mehrabian (1981), breaks down language in the following way:
Words - 7%
Tone - 38%
Body Language - 55%
Malaysian culture is more indirect and highly dependent on non-verbal communication such as body
language, eye contact, tone of voice, and the use of silence. Your student may be more indirect in
asking for things, letting people know if they are hungry or needing something. We recommend that
you ask your student if s/he needs anything, and that you be as specific as possible when asking. For
example, you might ask your student “Are you hungry for breakfast?” Your student may say “no” even if
they are hungry because s/he does not want to trouble you. A more specific way to ask this question
might be, “Would you like toast or cereal for breakfast?”

Examples of Malaysian Nonverbal Communication:
 Sulking or retreating into a bedroom is an acceptable way to communicate that
someone is unhappy.
 “Maybe later” usually means no.
 Lack of eye contact or down-turned eyes may mean something is wrong.
 Silence or one-word answers may mean everything is not okay.
(Keep in mind, in the first few weeks these behaviors may also reflect shyness or a language
barrier.)
If both parties have an awareness of these different communication styles, it will help with cultural
adjustment and to avoid misunderstanding.
As a host parent, you may want to look for non-verbal cues that your student is unhappy, such as lack of
eye-contact or a longer-than-usual silence. Don’t be afraid to ask questions and bring things up with
your student. If your student’s communication seems like s/he is not telling the full story, recognize that
it may be that s/he is trying to be polite rather than what may be perceived as being dishonest.
Give your student a way to communicate in a nonverbal manner. For example, put up a
calendar or a grocery list that they can quietly add to.
One interesting observance I had was my student would repeatedly say they didn’t want
something to eat when asked but really she was hungry. It was customary in Malaysia to
say no. The host typically asks several times and each time getting a “no” then finally the
person says “yes”. I would ask once, get a “no” and not ask again and she would be hungry.
We discussed this after it kept happening. So then I would say…”do you mean ‘no’ or do you
mean the Malaysian ’no’”? It can’t be said enough…just talk. Ask things in different ways.
Look for behavior that appears too polite. It may mean they don’t understand or that they
aren’t saying what they really mean or want.
For example, pointing with the index finger or foot is rude in Malaysia. Facial expressions, gestures and
body language can mean a lot. Learn to read subtle signs for easier communication. Your student may
be offended if you point at a member of the family or at an animal.
Concept of “Face”
Your student will likely have a strong sense of social sensitivity that encourages considering the feelings
and reputations of others. This sensitivity is highly valued in Malaysian society where individual actions
and behavior often reflect the individual’s family and community. In the U.S. we are familiar with the
term “saving face,” which means saving your own reputation from harm or embarrassment. In Malaysia
and other more collective societies, the concept of “face” is understood in a broader sense, not just as
something an individual saves for him/herself, but as a give and take between people; “face” is
something you can give as well as have. The website, Kwintessential (2010) explains the concept of
“face” in a Malaysian context in the following way:
Face is a personal concept that embraces qualities such as a good name, good character, and
being held in esteem by one's peers. Face is considered a commodity that can be given, lost,
taken away, or earned. On top of this face also extends to the family, school, company, and even
the nation itself.

In Malaysia, a trustworthy person would have good face, and would save the face of others as a sign of
respect. The concept of having face is intended to prevent damage to relationships and to preserve the
reputation of the other party. However to an American, this sort of behavior may appear dishonest. It is
similar to the concept of telling a “white lie” in order to avoid unnecessarily hurting someone’s feelings.
Example of saving or having face

You explain to your Malaysian student that the children in your family are expected to clear their
place, scrape their plates and load their dishes in the dishwasher. You then ask your teenager to
show your student how to do this. The teenager breezes through, showing your student quickly
what to do, but without explanation. The next few nights you notice that your student isn’t
putting his/her dishes in the dishwasher. When you ask why, your student says “I guess I don’t
understand.”
In this example, your Malaysian student chose to take the responsibility for not understanding the task
at hand rather than blaming your teenager who never showed him/her how to open the dishwasher,
thereby saving face for the host sibling.
Keep an eye out for this kind of behavior. If you ever feel that your student is not being completely
honest with you, consider whether the concept of face may be playing a role. Talking with your student
about this cultural difference between Malaysia and the U.S. can be a great opportunity for learning.
Just be aware that a direct approach to discussion may be uncomfortable for your student at first. As
time goes on, your student may become more comfortable with a more direct form of confrontation.
Meeting & Greeting Etiquette

Greeting friends with a friendly “good morning” or “how are you” is similar in Malaysia, but Malaysians
don’t generally acknowledge strangers with a direct hello. Americans may perceive this as unfriendly.
Help your student understand that it is considered polite to recognize or at least make eye contact when
meeting new people.
Greetings in the form of hugging or embracing are generally not part of the Malaysian culture. Shaking
hands is more appropriate. In addition, most boys and girls do not touch when greeting; sometimes
there are religious reasons behind this custom (see Religion). If you have a child of the opposite sex, you
may want to explain this before your student arrives to avoid an awkward moment. Your student will
likely be very uncomfortable with public displays of affection (see Family Life for more detail).
Personal Space
Sense of space (physical distance) for your student may be very different. Thinking about your family
and friends and what your typical space needs are, consider the following: are you huggers, kissers, or
hand shakers? What household items do you share as a family? Is there anything that each person in the
family considers his/her own? Is it a household rule to ask to borrow an item that belongs to someone
else before using it or is anything in the house fair game for any family member to use? These aspects of
life can be very tightly linked to culture and vary between families in the U.S. and throughout the world.
At first, your student may be cautious about physical contact, particularly with the opposite sex. Let your
student be the guide and ask him/her if s/he is uncomfortable with physical contact. Over time your
student will probably adapt to your family’s culture. In the beginning, it is best to give your student
some physical distance that is comfortable for him/her.

Privacy
The way household space is divided in Malaysia is different than it is in the U.S. Americans often have
their own private space and do not go into each other’s rooms unannounced. Malaysian students have
their own space (a room), but it is openly shared with everyone in their family. Parents’ rooms in
Malaysia aren’t typically open to the rest of the household. Early on, you will need to be clear with your
student on how your space is divided. Your student is also likely to “hang-out” in family areas like the
kitchen or living room. If your student does not spend much time in his/her room, it may be because
s/he is unaccustomed to being alone and s/he may feel isolated in his or her separate room. Make sure
your student knows that giving each person his/her personal space is typical in the U.S. and is not a
reflection of his/her role in the family.
Oh my, all space in our house belonged to the Malaysian. He had trouble catching on to
how we divide our personal space here at home, but after two months, he was able to
navigate it fine.
Regardless of how you divide your space in your household, be prepared to provide a separate space for
privacy and prayer. This will give your student time to unwind and practice his/her religion (see Religion
Section).
Sense of Time
Sense of time varies with each student, but generally Malaysians are more relaxed about the concept of
time. In most cases, the pace of life is slower in Malaysia than it is in the US. Set clear time limits and
expect your student to meet them.
I forgot about Malaysian time – ALWAYS LATE for everything. Tell him to be ready at 10:00
am, and at 9:55 am he jumps in the shower. Make time management a priority early on.
Religion
As you get to know your student, it is important to understand some of the basic information about your
student’s religious beliefs and how those beliefs will interact with life in the U.S. While we expect
students to adjust to our culture in the U.S. as part of their exchange experience, it is very important
that we respect our students’ need for his/her personal religious observances. As with most religions
around the world, the way an individual practices his/her religion may vary based on levels of
observance.
Talk to your student about his/her beliefs and practices. Be mindful that your student may not be used
to explaining his/her religion because s/he comes from a country where most people already know and
understand it. Explaining the reasons behind religious practice is a good learning experience for
students but may take study and time.
The following provides a very basic introduction of information and tips regarding Malaysian students
who are Muslim, Buddhist and Hindu.

Muslim Students
Islam literally means having peace with God, peace and submission to the will of Almighty
God (Allah). It provides a constant balance between spiritual and the material life of the
individual, as well as the community… Islam is not only a “religion”, but it is a way of life
symbolized by mercy, forgiveness and peace – with God, with oneself, and with the creations
of God through submission and commitment to the guidance provided by God.
– Imam Mohamad Bashar Arafat
Followers of Islam are called Muslims.
Mosque
Practices of Islam
Muslims are guided by the Five Pillars of Islam: professing there is no
God but Allah and Muhammad is his prophet; praying five times each
day; giving money to the poor; fasting during the holy month of
Ramadan; and making a pilgrimage to Mecca, Saudi Arabia at least once
in a lifetime. Check the Yes Cultural Tip Sheet in the Appendix of this
book for more information.
Islam has various denominations so rules and observance may vary. Inquire about them,
they will be happy they have something to teach you and it will be very enlightening.
The following are some of the observances of Islam your student may practice:
Modest Clothing
Both men and women are expected to wear modest clothing. In Malaysia, Muslim women typically
cover their shoulders and knees with brightly colored, light clothing, and many cover everything except
their hands and feet. Men generally cover themselves between their bellybutton and knees.
Headscarf
Female students may wear a hijab (headscarf) to cover their hair. The headscarf may be removed when
in the company of all women or children, or when only close family are present.
She was always very modest in her clothing. She always wore a head scarf when leaving the
house and when we had male visitors.
Dietary Restrictions
 Pork is forbidden
 Other meat may be eaten but only if prepared “halal.” Halal is a method of preparing the food
in a special way. Often “kosher” prepared meats are acceptable substitutes for halal meat.
 Most seafood can be eaten.
 Alcohol is forbidden.
When purchasing or preparing food for your Muslim student, it is Important to be mindful of the
ingredients included. For example, food cooked in bacon fat or cooked with wine are prohibited forms
of food and cannot be consumed by your Muslim student.
Gelatin products, such as jelly beans, marshmallows or Jell-O, may be a restricted food
because it contains gelatin derived from pig.

We did not change the food we served, but always made certain he knew of pork products in
foods. We also had other food if pork was part of the meal.
Prayer
Muslims traditionally pray five times a day. There is flexibility for the number of prayer times during
periods of travel. The time of day will vary depending upon the geographic location of the moon and
the direction of the sunset. Muslims pray in the direction of Kaaba, which is a holy structure located in
Mecca, Saudi Arabia. Generally, prayer is observed at dawn, noon, afternoon, sunset, and night. Your
student may need help with finding the right direction to face for prayers. The website
www.islamicfinder.org.my is a good resources for the times and direction of prayer.
Prayer spaces should be clean, private and pet-free with easy access to a bathroom. Before each prayer,
Muslims cleanse their face, ears, hands, part of their head and their feet with clean water; this practice
is called ablution. This can create issues with wet U.S. bathrooms. (See Personal Hygiene Section.)
Men generally attend Friday prayers at a mosque. The time for Friday prayer will depend upon the
geographical location and the lunar calendar. Friday prayer is often early in the afternoon before school
is finished.
If your student wishes to attend Friday prayer, you can help by assisting him in finding the
closest mosque and arranging for the means to visit. This may be especially important during
the major religious holidays.
The most conscious element was that of accommodating a Muslim person in our house.
Simply ask what space or items they may need to feel comfortable and accommodated -
especially as it relates to their religious practice.
Ramadan
Ramadan is a holy month for Muslims and is based on the Islamic lunar calendar. During this month, all
Muslims, with some exceptions, are required to fast. The timing of Ramadan varies each year. You can
find out the date and time on www.islamicfinder.com.my.
Those who fast do not consume food or water during daylight hours. You may need to arrange a means
for your student to eat early in the morning before sunrise and late in the evening after sunset
The end of the fasting period is celebrated with a large feast called Eidfitr. This great celebration is the
most significant festival and holiday in Malaysia. (See Holidays Section.)
Gender Differences
A very important and respected part of Islam is the recognition of the differences between women and
men. There is very little physical contact between Muslim women and men. By contrast, in the U.S., we
are accustomed to men and women openly displaying affection between each other, such as greeting
with a hug. Even though we see this as a cultural difference between the U.S. and other countries, for
many Muslims, it is a religious difference, and female students may feel very uncomfortable being
hugged or touched by other males.

Let the female [Muslim] student be the guide in this case and if you notice problems ask her
if she is uncomfortable with male physical contact or if she is having any problems with it.
– U.S. Host Family.
Our Muslim student was much more respectful and modest. She was not at all interested in
boys.
Animals
Islam identifies the saliva of dogs as unclean and instructs observers to refrain from coming in contact
with it. Your student may not be used to being around dogs as observant Muslims would most likely not
keep dogs as family pets. Contact with swine and pig by products are treated in the same way. Extra
ablutions, or washing, would be the response to coming into contact with an unclean substance.
Our Muslim student's life is COMPLETELY different, as she described it. However, she let us
know that she was willing to live as we do, while in our home. The biggest example is that
we have a dog. We discovered that dogs are taboo among Muslims because they consider
them unclean. Initially, our student said she'd be fine with a dog as long as she didn't have
to touch it or come in contact with its food. By the end of her stay, she was walking the dog!
Buddhist Students
Many Chinese Malaysians are Buddhist. The observance of religion
for Buddhists varies greatly. Observing a vegetarian diet, chanting, or
burning incense are examples of Buddhist practices that your student
may wish to observe. Ask your student whether s/he would like
assistance finding a Buddhist temple or community center to visit in
Buddhist Temple
order to connect to Buddhism in your community.
Both of our students had dietary differences - the Buddhist did not eat beef; the Muslim did
not eat pork. We established from the beginning that we would not serve these to them, but
we did not change our eating habits. When we had one of these meats, we always made
sure there was an alternative for them. We took them grocery shopping with us to help with
this.
– U.S. Host Family.
Hindu Students
Many Indians in Malaysia are Hindu. Cows are considered sacred in
Hindu tradition and so, Hinduism forbids the consumption of beef.
Many Hindus eat lamb, chicken and seafood. The consumption of
pork is also uncommon in Hinduism and some observe a vegetarian
diet. Hindu temples are the houses of worship, but families may
have dedicated places for prayer in the home. Your student may
like assistance locating a Hindu temple near your community.
Hindu Temple

Religion in Your Household
You may invite your student to join you and your family in your religious observances, and your student
may be willing to participate in some of your family’s religious community activities as part of his/her
cultural exchange experience. However it must be understood that community members should not use
the exchange to attempt to proselytize or convert the student.
Your student may find it difficult to express the fact that s/he does not want to participate in religious
services because of the indirect communication style that is the norm in Malaysia. The family should
respect the student’s choice not to participate, and under no circumstances should a student be forced
to attend religious services.
Personal Hygiene
Practices related to hygiene and grooming vary around the world. The way we dress, bathe, use the
toilet and do our laundry is all influenced by culture and the environment in which we live; these
customs are largely unspoken and taken for granted. As such, the differences between your routines
and those of your student may not be immediately apparent and could cause conflict. It is important to
have a conversation with your student regarding these issues as soon as possible to speed up the
adjustment process.
Water and Bathing

Probably due to the hot and humid climate, most Malaysians bathe at least twice a day. Even if you do
not live in a climate that is hot and humid, your student may not feel really clean if s/he showers less
than s/he is accustomed to doing. A typical bathroom in Malaysia has a shower, sink and toilet in close
proximity with a common drain in the floor. It is not uncommon for the entire bathroom to get wet
during use because there is no partition between shower and the rest of the bathroom. Water is also
used after each toilet use (see “Toilet” section that follows). In Malaysia’s climate, a wet bathroom will
dry quickly. Since this is not the case in much of the US, water use in the bathroom could be a source of
cultural difference.
Explain to your student what is expected in your home bathroom. You may need to provide your
student with additional towels and explain whether certain areas must remain dry. If showering more
than once each day would be considered excessive where you live, be sure to talk to your student about
when s/he should shower and how long each shower should be.
Washing for Religious Practice

Regular washing is required for Muslims before each of their five prayer times. In the process of
washing, your student may have a tendency to splash water given that it is common in Malaysia for
water to be splashed all over the bathroom, even leaving standing water all over the floor.
Washing for prayer caused some difficulty as bathroom floor was left soaking wet. Student
was reluctant to use bathtub to do this. Student showered more than once a day and wasn't
active, so [this] was considered excessive.

Typical Toilet Toilet
The typical toilet in Malaysia is a form of bidet. A person uses water, usually through
a hose near the toilet instead of toilet paper, to clean him/herself after each use of
the toilet. Your Malaysian student may or may not be accustomed to using toilet
paper. You may need to have a frank discussion about the use of the toilet and how
much toilet paper to use. Keep in mind: this is a sensitive subject for just about
anyone but especially for your teenage student!
Islam requires cleansing with water after use of the toilet.
Menstruation
The topic of menstruation is a sensitive topic that your student is probably not used to discussing
openly. Keeping that in mind, you may want to initiate a discussion with your student about how to
dispose of sanitary napkins and tampons early in the stay. For example, typically, in Malaysia, sanitary
napkins are disposed of by wrapping the napkin in newspaper. You may need to show your student how
she is expected to dispose of a sanitary napkin while in the U.S.
It may be a good idea for you to talk about tampons (which are not used in Malaysia as prevalently as in
the U.S.) with your student especially if she plays sports or attends gym class. Muslims observe certain
rules related to menstruation. For example, menstruating women do not pray, and sanitary napkins
must be washed before disposal.
Laundry
Due in part to the humid climate, it is common in Malaysia to change clothing more than once each day.
In Malaysia, small loads of laundry are commonly run daily, and dryers are very uncommon. Your
student may be unused to or surprised by waiting to wash laundry weekly as is more common in the U.S.
Undergarments are considered very private articles of clothing and may not be included in communal
wash. Your student may prefer to wash undergarments separately from other clothing. A mesh bag for
undergarments can help to separate them if the student does not want to wash them by hand.
Sensitive Subjects
There are certain subjects which are sensitive and should be brought up gently. If your student brings
up the following subjects, feel free to engage your student in conversation but recognize, just as with
certain topics in the U.S., that these may be topics which can cause your student to feel uncomfortable:
 Politics – This subject is sensitive in many cultures; try not to judge or negatively compare.
 Race – Malaysians are proud of their diverse country and believe it is positive to identify and
respect each distinct ethnic group
 Body Image – as in the U.S., this can be a sensitive subject.
 Skin Complexion – as in the U.S., it is impolite to comment on a person’s skin color.
 Religious Practices – each person is able to practice their own religion; do not question the
student’s choice to practice a certain religion.
 Masculinity – concepts of what is masculine are different for every culture.
 Sex – your student comes from a society that heavily censors TV and movies that include sexual
content.
 Homosexuality – Same sex relationships are not as openly accepted in Malaysia.

I wanted to ensure my student was comfortable in my home so we both decided that if there
was some area of discussion that we found difficult or disturbing, we would stop and make a
joint decision to amend our discussion or continue at a later date.
The overt identification and discussion of a person’s social status is acceptable in Malaysia. (See
Collectivism/Group Affiliation Section.) This is an example of a subject that may be considered sensitive
in the U.S. but not in Malaysia.

FAMILY LIFE
Family customs in Malaysia vary according to the traditions of ethnic or religious affiliation, but your
student is likely to come from a close-knit family. Understanding some typical, Malaysian family
traditions and customs will help you with the day-to-day adjustment with your student.
Respect for Elders and Authority

Perhaps stemming from the strong sense of collectivism (see Personal Life Section), those with social
status, authority, age, and wealth are usually treated with great respect. Most Malaysians are brought
up learning the importance of respect and mannerisms in the context of a person’s status in the family
and in society.
As a host parent you may find that your student does not openly question your authority. However,
while your student may not challenge your authority, they may also rely heavily on you to make
decisions for him or her and to organize their schedules. In contrast, many American teens have been
taught to make their own plans and to keep track of their responsibilities. Your Malaysian student may
be waiting for the parent to remind or tell him/her what to do.
We found our student to be largely compliant, but sometimes lacked in initiative. Being
direct with students early on is the key. We explained early on that American teens are
expected to think for themselves and take responsibility for adhering to schedules and
assignments.
– US Host Family
Additionally, an unquestioning compliance with your decisions may lead your student to not directly
communicate that s/he is unhappy with something you have said or done. Sensitivity to this aspect of
Malaysian culture can help to mediate conflict.
Your student may speak more openly than a U.S. American would about another’s position in society or
role in the family. Recognize that this is accepted in Malaysian culture and that your student may simply
be trying to figure out where s/he stands in relation to others in order to know how to behave
appropriately.
You may need to discuss with your student that openly comparing people to others may be
perceived negatively in our culture – that is comes across as judgmental or unfriendly.
Family Roles
In Malaysia, men are traditionally considered heads of household. Malaysian parents sometimes give
special privileges to their sons over their daughters, especially with matters pertaining to education or
activities outside the home. Sons may have the option of participating while daughters may not. More
traditional families may believe that women should assume the role of homemaker upon marriage; this
view is becoming less prevalent in urban areas. The difference in treatment of men and women reflects
a culture of protectiveness rather than disrespect of women.
According to my student, her father was considered the “head of the House” and he had
tremendous influence over the family. He governed much of what occurred when he was
both in and out of the home. I believe we both learned to understand the differences
between our family lives. – US Host Family

Household Chores
In Malaysia, it is more common for families to have a live-in maid or other household help than it is in
the U.S. As a result, many children learn some household chores but may have fewer responsibilities
than their American peers. In general, a Malaysian student’s number one job is to study. Men tend to
have fewer household responsibilities than women.
Our student had never completed a tedious chore in his life…He could come up with many
excuses why he couldn’t complete a boring chore. We just had to understand that hired help
was cheap in Malaysia.
We encourage you to provide your student early on a detailed list of expected chores and
instructions on how to complete them.
Family Togetherness
Family is extremely important to Malaysian social structure. Family provides a sense of unity, loyalty,
security, and belonging. It is not uncommon in Malaysia for some families to have three generations
living together.
Siblings tend to be close, going together for shopping, movies, eating out and short trips. Weddings are
large, extended family events, and holidays often center on large family gatherings. At such communal
events, men and women often have specific roles. Families generally stick together when running
errands, going out to eat, etc. Family vacations are common during time off from school. Parents rarely
leave the kids behind when going away, even for a short time.
It is not uncommon in Malaysia for some families to have three generations living together.
Your student will most likely appreciate family time, including outings and large family events.
Showing Affection
To Malaysians, families in the U.S. may seem more outwardly affectionate when compared to Malaysian
families. For example, it would not be typical for parents in Malaysia to kiss in front of others. In Chinese
Malaysian families, physical displays of love, such as hugging, are particularly uncommon between any
family members. Your student may feel uncomfortable when family members show openly physical
affection for each other. If you notice your student is uncomfortable, talk to him/her about it and
recognize that it is a cultural difference.
Parental Guidance
Malaysian parents tend to be protective of their children. Your student may be used to explaining
where s/he is going, with whom she is accompanying, and what time s/he will return. Your student may
be surprised by the amount of freedom given American students. Speak with your student early on
about your expectations.

Food
Food and mealtimes are important parts of Malaysian culture and form a Colorful Desserts
central pillar of family life. Most meals are eaten with the family.
Malaysian holidays and festivals focus on family meals and are often day
long events.
Malaysian food has been described as a cultural fusion of Malay, Indians,

Chinese and Peranakan cuisines. Meals often consist of a large variety of
foods. A noticeable characteristic is the vibrant colors within the meals.
Eating is a national pastime in Malaysia and with, which can been seen as an embodiment of the
diversity of cultures in Malaysia. Hopefully, your student will share some of the Malaysian cooking s/he
has learned as it is a great way to connect with your student.
Your student may be accustomed to eating more elaborate meals than what is typically prepared in the
U.S. Explain the times in the day your family eats and what a typical meal in your house consists of.
He was used to a very high standard of cuisine, which we were unable to match. He was
talking about how his family would have been ashamed to offer this type of food to a guest.
I pointed out to him that he was not a guest but a family member, and that this is what our
family thought was quite acceptable for a casual dinner at home.
– US Host Family
For Malaysians rice is a comfort food, as it is something they grow up with. Some say a meal
without rice is not a meal. Your student may appreciate the opportunity to eat rice several
times a week. This will make them feel more at home with the family. In some cases your
student may feel this way about noodles.
If your family does not frequently eat rice, show your student how s/he may prepare rice for
him/herself in your household.
Your student may be surprised by what some American teenagers eat for breakfast. Traditional
breakfast in Malaysia consist of soup or fish. Western breakfast of cereal, bread, coffee or tea is popular
in urban families. Ask your student what he/she would like to eat for breakfast.
For Malaysian students, it is more popular to buy a hot lunch than to bring lunch. Have a conversation
with your student about how you will provide lunch; your student may need to adjust if s/he is going to
bring lunch. Your student may feel hungry later in the evening. Be sure to have a discussion with your
student about where s/he may go to get a snack in the home and in your general community.
Easy access to markets, and many various eating places means that food in Malaysia is purchased fresh
within a few days of being used. Because Malaysia has a year-round growing season, frozen food is not
common; whereas in the U.S., many families rely on frozen foods for meals. Show your student how to
cook frozen food if necessary.

Malaysian Meal Times
Meal times might be an adjustment for your student as eating schedules vary around the world.
Morning/Afternoon Evening
Breakfast Dinner
Typically eaten in two parts; Malaysian students will eat the main meal of the day; family members would eat
something very light such as a hot drink or a piece of together; typically takes place between 6:00 to
toast before leaving the house, or some will stop at 10:00pm; food is usually home cooked; for busy families
roadside “hawker” stalls on the way to school. At school “take away” or eating out is common as food is fairly
around 10:00-11:00 they will generally be provided a inexpensive. On weekends, families may go out for a
larger breakfast. meal.
Lunch Supper
Takes place around 1:30 for students; this meal might a small snack sometimes eaten around 10:00pm; in
consist of a main dish that includes some type of meat – Malaysia, many eating places are open late or even 24
beef or chicken – and rice or noodles, a drink and fruit. hours in big cities. Your student may be surprised if
Teatime: late afternoon snack with tea. eateries in your community close at 9:00 or 10:00pm.
Water
In Malaysia, water from tap needs to be boiled or filtered before consuming. Be sure to inform your
student whether it is okay to drink water straight from the tap.
Meal Time Etiquette and Manners

Etiquette and manners vary among families and ethnic groups as they do in the U.S. Typically in
Malaysia, food is served all at once, “family style,” rather than in courses. Second helpings are often
served automatically, especially to guests. Your Malaysian student may refuse second helpings even if
s/he is still hungry because, in Malaysia, it is generally considered impolite to accept the first time food
is offered. Make sure to check in with your student in case s/he is still hungry.
Wasting food is not accepted in Malaysian culture. In general, people only take as much food as they can
eat. If your student is given a portion that is too large, s/he might feel compelled to finish it all. Make
sure to let your student know that it is acceptable to take large restaurant portions home as leftovers.
It is common in Malaysia to use a fork and spoon at the same time to cut and eat food rather than a fork
and knife as is typical in the U.S. Many Malaysians are also used to eating with their hands instead of
utensils.
Use of left hand for certain actions is taboo in Malaysian culture, especially for eating,
because the left hand is used for body hygiene and is considered the “unclean hand.”
Washing of the hands before and after the meal is important.
Behavior such as talking while chewing or taking large bites is also generally considered unacceptable in
Malaysia. However burping or belching may be acceptable for men. Be sure to have a conversation with
your student about the table manners that you expect in your household.
In Malaysia there is strong protocol for how a guest behaves at the table. For example, it is polite for
guests to wait to eat until the eldest person has started the meal. It is also polite to at least sample the
items served. Even though your student is part of your family and not a guest, s/he will likely uphold
these norms, especially at first when s/he may be unsure of how to behave appropriately. When your
student first arrives, explain mealtime, etiquette and use of the kitchen in between meals.

TEENAGE LIFE
Teenage lifestyles in Malaysia are very similar to American teenage lifestyles in many ways. Malaysian
teenagers enjoy hanging out with friends and going shopping together at the mall or going to see a
movie. Occasionally, friends will get together after school on weekdays, but usually they see each other
on the weekends or during school breaks. Most students in Malaysia do not have afterschool jobs
because they spend much of their “free time” studying.
Peer Relationships & Dating

Your student might be shy in making friends at school and in their host community. Malaysian
teenagers tend to be very polite and friendly and are generally not used to having cliques in schools.
During their first few weeks as a student in an American school, your student might need some
encouragement in joining sports teams or clubs to help them make friends. Malaysian teenagers tend
to seem spontaneous when making plans – it is normal for them to call and invite friends to go out at
the last minute. By contrast, American students and their families tend to plan outings and social events
well in advance, typically listing things on “a family calendar.” A family calendar is unusual in Malaysia;
if it is your practice to use one, make sure to explain the concept and your expectations to your student.
Most students will be happy to befriend students of the opposite sex at school. However, in Malaysia, if
a boy and a girl were to spend time together alone, in public it would be considered a “date.” Teenage
dating in Malaysia is generally discouraged, although this is changing in Malaysia’s urban areas.
Regardless, public displays of affection are taboo.
Social Events & Parties

Parties in Malaysia, when they occur, probably seem tame to your student compared to teenage parties
in the U.S. A teenage party in Malaysia would usually consists of some friends getting together to watch
a movie or play games. Unsupervised house parties and parties with alcohol or drugs are unheard of in
Malaysia especially considering that the consumption of alcohol is forbidden by Islam, and the
possession of marijuana and other drugs are illegal in Malaysia, just as they are in the US.
Parties of this nature are a stereotype of teen culture in the U.S. Your student may be familiar with this
stereotype and feel nervous about facing this aspect of U.S. life. Be sure to have a candid conversation
with your student about teen culture in your community and how you expect him/her to handle party
situations.
Curfews are carefully established by parents, so your student will probably not be uncomfortable if a
curfew is the tradition in your house.
Clothing & Appearance

Malaysian teenagers generally dress more conservatively than teens in the U.S. It might be an
adjustment for your host student to become accustomed to U.S. fashion. Most students will dress in an
American/Western style and enjoy wearing jeans and a tee-shirt. However, Malaysians generally don’t
dress in clothing that reveal large areas of their bodies; they try to dress modestly at all times. Malays
and Indians may wish to dress in traditional clothing, but most teenagers prefer casual clothing unless
it’s a special holiday or special occasion.

Students are not allowed to have eccentric hairstyles or piercing during their school years in Malaysia
and most parents frown upon it. Makeup is acceptable for teenage women in Malaysia although it is
not permitted at school. For more about school dress, see School Life.
If your student wishes to dye his/her hair or get piercings on their body while in the U.S,
please make sure this is acceptable to your student’s natural family.
Transportation
The legal driving age in Malaysia is 18 years old. Most teenagers have their parents drive them to school
or to meet up with friends. Students from larger cities may be accustomed to using public
transportation, but in general, your student will most likely rely on you to get around. Since planning in
advance in Malaysia is not typical, you may have to discuss with your student what are his/her
transportation options.

SCHOOL LIFE
School is a central part of your exchange student’s life. Through the process of being selected to become
an exchange student, your student has already had to demonstrate very strong academic proficiency,
study English for many years and achieve success in school. However, the culture of U.S. schools is very
different from those in Malaysia and your student will be making a rather big adjustment.
Before school starts, it is important to prepare your student for what to expect and how negotiate
challenges, in order to have a good experience at school. Once school has begun, follow up with your
student on a routine basis to discuss how s/he is adjusting to the differences s/he finds between school
in the U.S. and school in Malaysia.
Daily Schedule
In Malaysia the school week can go from Monday to
Friday, or Sunday to Thursday, depending on the school.
The school day is usually split into morning and afternoon
sessions; the older grades attend in the morning and the
younger grades in the afternoon. This creates a shorter
school day than a typical school day in the U.S.
School Lunch Room Teachers, rather than students, move from class to class
in Malaysian high schools. Your student will need to be
familiarized with how much time s/he has between classes as well as his/her school’s tardiness policy.
Classes & Schoolwork

It is also common in Malaysia for a student’s class to be his/her social circle because the class stays
together for the whole year. In the U.S., it may be a challenge for your student to make friends when
s/he encounters a different group of students in each class.
The Malaysian school system is exam-based. Classes are generally taught in lecture format, and students
take qualifying exams at strategic points throughout their schooling that decide the track that a
student’s education will take from that point forward. Exams decide what students are able to study in
high school and whether they may enter university. The U.S. practice of daily homework assignments,
with homework factoring into the final grade, may be unfamiliar to your student. If this is the case s/he
may benefit from reminders and encouragement so that his/her grade is not adversely affected.
School work can seem very easy to Malaysian students, don't let them slack off and make
sure they do their homework.
Your student may feel overwhelmed by the option of choosing elective subjects to take in the U.S. and
may desire assistance in making these choices.
Find out how you can alert your student’s guidance counselors and teachers in the beginning
of the year that they will have an exchange student and how to best assist the school in
serving your student.

In order to prepare for rigorous testing, Malaysian students usually spend the majority of after-school-
time studying. Your student may need guidance balancing study time with extracurricular activities and
friends so that s/he has a positive social experience.
…both girls spent so much time [in Malaysia] studying and in family and religious activities
at home, that they had rarely had opportunities to plan their own social activities.
Teacher-Student Interaction
In Malaysia, teachers are treated with the utmost respect; it is
considered disrespectful to question the information that a
teacher presents in class. Teachers are greeted at the
beginning of class. Each time a student passes a teacher in
the hallway; the student greets and bows respectfully to the
teacher. You can imagine what a culture shock it might be for
your student upon seeing the way some U.S. teenagers
interact with their students. Your student may be Malaysian School Teachers
uncomfortable with the comparatively casual nature of
student-teacher interaction in the U.S. and the culture of debate that is often encouraged in U.S.
classrooms. This cultural difference could cause misunderstandings between your student and his or her
teachers. If your student doesn’t actively participate in class, the teacher may perceive his/her inactivity
as a sign the student doesn’t understand the subject or is simply not interested in contributing to the
class.
It may be helpful for your student’s adjustment process to meet with the teachers in the beginning and
explain some of the cultural differences in education. It will also be important for your student to
understand the degree of independence and initiative that teachers expect from him or her in the
classroom.
When they had trouble figuring things out at school, we urged them to speak with their
teachers and work out solutions for themselves.
Extracurricular Activities
Sports and clubs commonly take place after school in Malaysia as well as on Saturdays. Encourage your
student to seek out extracurricular activities such as sports and clubs, as a way to make friends.
School Environment
In Malaysian schools, there is generally much less “down-time” between classes when compared with a
U.S. school where there are usually at least a few minutes to socialize between classes. A school
environment that allows students to socialize between classes might seem unusually casual for your
student. Additionally, public displays of affection in school between students of the opposite sex may
make your student feel uncomfortable, as such contact is not allowed in public in Malaysia, and certainly
not in schools. Be sure to follow up with your student about how s/he is settling into the school
environment socially as well as academically.

School Uniform and Dress Code
All schools in Malaysia require students to wear uniforms. It
may be an adjustment for your student to get up in the
morning with enough time to pick out his or her clothes for
school. U.S. schools usually have some kind of dress code of
which your student should be made aware.
Changing for Physical Education, or other sports activities,

may present a challenge for your Malaysian student as it is
Malaysian Students
culturally unacceptable in Malaysia to remove clothes in front
of others—even those of the same sex. Muslim girls also may wish to wear long sleeves, a hijab (head
scarf) or skirts over pants, even in gym class (see Religion Section). If your student has concerns about
changing for P.E., it would be helpful to address these issues with the school.
Parental Involvement
Your Malaysian student may not be accustomed to parental involvement with his or her progress in
school. If you intend to check your student’s grades online, explain your intentions early on so that it
does not appear to be an issue of lack of trust. Explain that your student need not be afraid if you look at
his or her grades; this is a way for families in the U.S. to support students. In fact, the local coordinators
are required by the U.S. government to report monthly on the educational progress of exchange
students, and parents will be asked about the student’s grades.
CONCLUSION
Hopefully this handbook has helped you to begin forming a relationship with your student that is
grounded in a solid foundation of effective intercultural communication. However, this book can only go
so far. Your best resource for learning about Malaysian culture is learning it directly from your Malaysian
student. Talking to your student is the very best way to learn about his/her needs, solve conflict and
build trust.
Be sure to take a look at the resources section where you can find extra sources on Malaysia and
Malaysian culture that form much of the research for this handbook. The appendices also include more
information distributed by the Youth Exchange and Study (“YES”) Program and other interesting facts.
We wish you the very best experience with your Malaysian student!

APPENDIX A – REFERENCES
The following list of resources includes those that have been consulted in the process of compiling this
handbook. We encourage you to seek them out as they all contain more information about Malaysia
and Malaysian culture.
Andaya, B.W. & Andaya, L.Y. (2008). MacMillan Asian histories: A history of Malaysia. Honalulu, HI:
Palgrave MacMillan & The University of Honalulu.
Ariff, M. (2010). A holistic approach to reforming Malaysia’s economy. East Asia Forum. Retrieved from:
http://www.eastasiaforum.org/2010/02/03/a-holistic-approach-to-reforming-malaysias-
economy/
Bindloss, J. & Brash, C. (2008). Kuala Lumpur, Melaka & Penang. Oakland, CA: Lonely Planet Publications
Pty Ltd.
The Central Intelligence Agency. (2011). The world factbook online: Malaysia. Retrieved from:
https://www.cia.gov/library/publications/the-world-factbook/geos/my.html
Danhi, R. & Martin, Y. (2008). Southeast Asian flavors: Adventures in cooking the foods of Thailand,
Vietnam, Malaysia & Singapore. El Segundo, CA: Mortar & Press.
Hooker, V. M. (2003). A short history of Malaysia. Crows Nest, NSW: Allen & Unwin.
King, V. (2007). Customs & etiquette of Malaysia. London: Simple Guides on imprint of Bravo Ltd.
King, V. T. (2008). Culture Smart! Malaysia: The essential guide to customs & culture.. London: Kuperard.
Malaysia: Language, cultures, customs and etiquette. (2010). Retrieved from:

http://www.kwintessential.co.uk/resources/global-etiquette/malaysia.html
Mehrabian, A. (1981). Silent messages: Implicit communication of emotions and attitudes. Belmont, CA:
Wadsworth
Mowe, R. (2007). Southeast Asian specialties: A culinary journey. Cologne: Konemann
Munan, H. (2001). Culture Shock! Malaysia. Portland, OR: Graphic Arts Center Pub. Co.
Richmond, S., Brash C., Karlin, A., Low, S. &, Presser, B. (2009). Malaysia, Singapore & Brunei. Oakland,
CA: Lonely Planet Publications Pty Ltd.

APPENDIX B – A GUIDE TO MALAYSIAN CUISINE
Food is an integral part of Malaysian culture and the wide variety of cuisine present in the country
represents its rich diversity. This section describes some interesting food facts that you can use as
talking points with your Malaysian student and as a way to learn a little more about life in Malaysia.
Chicken Soup
Food Names
The names of Malay traditional food also implies the uniqueness of the meal. For
example, "nasi dagang" literally means: traveler's rice. The nature of the rice is that
it can last for a couple of days thus giving it its name. "Rendang" means "wok" and
any food with the word “rendang” means exactly that: the food is stewed over long
period in a wok.
Style and Spice

Like the ethnic Malays in Malaysia, the ethnic Chinese use a lot of curry in their food and different types
depending on the meal. Indian Malaysian cuisine often includes hot and spicy flavors. Their staple diet
usually consists of either rice or flat bread which is eaten with various curries.
A favorite especially during the Mooncake festival are mooncakes. This festival is when the
moon is at its brightest all year. Rich and sweet, these special celebratory cakes are made
with various fillings of sweet red bean paste, white lotus seeds, lotus seed paste and a whole
egg yolk, symbolizing the full moon.
Hawker Stall’s
Because they are cheaper when compared to traditional restaurants, these roadside venues are very
popular for grabbing a quick, tasty meal. Similar in appearance to food carts around some of the U.S.,
the food at these stalls is actually considered very good; they serve fresh foods that are designed to eat
while walking, or to take home such as nasi lemak, roti chennai, noodle soups, different types of kueh
and other everyday foods.
Hawker stalls often develop variations on traditional fare. For example, Malaysian Indian hawkers have
created unique versions of local dishes, which are not found in India. Even Hawker stalls that serve more
Chinese food will still be spicy.
Some even say, “Hawker stalls: dirtier the stall, the tastier the food.”
Though American fast food chains (MacDonald’s, Kentucky Fried Chicken, etc.) do exist in Malaysia, the
idea of a quick meal is very different between Malaysia and the U.S. Many places in Malaysia are open
late at night or even around the clock. Your student may be looking for markets and street stalls in order
to grab a quick meal or a late-night snack, and may be surprised to learn that they are uncommon in
most places in the U.S. outside large cities.
Dessert
Common desserts are a myriad of kuih-muih (sweet and savory cakes) made with rice flour; other
traditional desserts will tend to have coconut, or fresh fruit. Desserts in Malaysia are typically very
sweet and include ingredients such as coconut milk, palm sugar, and flour. Fresh fruit is popular for
dessert and desserts in Malaysia tend to make use of generous amounts of coconut milk. ‘Junk food’, in

Malaysia is usually healthier than U.S. junk food and includes dried snacks, chips, or preserved fruit.
Chocolate is quite expensive in Malaysia and your student might consider it to be a special treat.
Beverages
Pulled Tea Cold drinks like ice lemon tea, syrups, fruit juices, flavored milk and carbonated
drinks like Pepsi and Coke are common. One of the most popular beverages is also
an old U.S. favorite: iced tea with lemon.
Many beverages are served in a cup or can. If purchased at a stall may be in a

plastic bag with a straw. Many canned beverages around Malaysia are of fruit or
vegetable juice rather than soft drinks as is more common in the U.S. Your student
may be surprised and excited to try such a huge variety of beverages in the U.S.
that are not offered in Malaysia.
Fresh vs. Frozen

In Malaysia they do not have a lot of frozen foods. Most food is purchased fresh and used within a few
days. Your student may be surprised at the size of your refrigerator/freezer unit.

APPENDIX C – YES CULTURAL TIPS SHEET
TOPIC CULTURAL INFORMATION POSSIBLE SUPPORT ISSUES SUPPORT ADVICE
RELIGION Even though many YES students come Diet: Practicing Muslims are not allowed to eat Diet: Be mindful of dietary needs; discuss and look
from countries that have large or pork or consume alcohol; Hindus do not eat up ingredients in dishes; if a student does eat
majority Muslim populations, there are beef; many Hindus are vegetarians. In many something forbidden, it is ok, but may need to stop
other students who are Buddhist, religions, meat has to be prepared in a certain once the mistake is discovered. Some host families
Hindu, Christian, Jewish, etc. Some way prescribed by the religion (Halal foods/ choose to avoid eating the type of food that is
students are very devout and religiously Kosher foods). forbidden; some offer different kinds of foods so
observant while others are not that their host son or daughter can avoid the
practicing. (Please also refer to the YES forbidden foods, while enjoying many of the same
Cultural Handbook on differences dishes his or her host family does.
regarding religious practices and
following of religious rules which may
differ greatly from country to country).
The month of Ramadan is a time during Fasting during Ramada for Muslims may mean Fasting is common in a number of religions in some
which many Muslims fast from sun up that they do not participate in sports or feel form. Some families choose to participate in fasting
to sun set (no food or drink). This left out during family meal times; swimming with their students as a way of experiencing a new
special month is based on a lunar can be an issue; if participating in sports, not cultural through their hosting. Students may be
calendar and therefore does not drinking water may be an issue excused from participating in sports during
correspond exactly with the solar, Ramadan.
Gregorian calendar.
Prayer is an important aspect of the While the prayers typically take no more than Praying does not have to be done in a mosque or
religious life of practicing Muslims, who several minutes, finding a quiet and clean temple; a private space can be provided; it is helpful
will generally pray five times each day, place for prayer can sometimes prove to find out the direction Mecca is and not to disturb
at specific times, which are religiously- challenging, especially the noon prayer, which the student while praying. Many schools allow the
dictated. takes place during the school day. students to use a corner of a room designated for
“study hall” or a school counsellor’s office.

Ablutions: practice of religious cleansing Since wet floors in a bathroom may be seen as quite
(basically, of the face, hands and feet) before OK in the context many students are coming from,
prayer can result in wet floors/ explanation of expectations regarding dry floors and
using towels to soak up any water left on the floor
would help them meet expectations in the host
family’s home. Stepping inside the bathtub, rather
than using the sink for the ablutions can help a lot.
Many religions require specific levels of Some people not used to seeing women who Students who use head covering make the decision
modesty in dress or specific types of cover their hair, will find the practice to wear a veil on their own and will not view it as
dress. In the case of Islam, there is a awkward. The head cover will not stop a subservient (as is often interpreted in the West).
wide array of interpretation of “modest student from participating in normal family They see the head covering as an essential element
dress” but many observant Muslims feel and school life (with the exception maybe of of their religious observance and are not
that head covering for women is joining a coed swimming team in some cases). embarrassed by. A frank and open conversation
essential and many would include the Some students who wear the head covering about their religion and the part the head covering
covering of legs and arms for both men might feel somewhat rejected by their peers in plays in their observance can help to demystify it
and women as essential elements of their schools because the head covering is and even lead to some good discussions about what
modesty in dress. Again, there is a unusual to see in most U.S. high schools. “modest” dress may mean to different communities.
widely varying interpretation among the
religiously observant Muslims about
what is required.
In Islam, the saliva of dogs is to be Students may be afraid or reluctant to live Keep the dog out of the student’s room and don’t
avoided, as it is seen as unclean. with dogs Many religiously observant students expect the student to pet the dog; this does not
would strongly prefer not to touch dogs. mean the student cannot live with a dog; many
Some may not realize themselves that the students come to like their host family’s dog and
prohibition is actually against the saliva of the overcome that fear.
dog and would not necessarily preclude them
from walking the dog for example. However, it
is the case that the religious root of the
aversion to dogs is also compounded by the
very practical consideration in many countries
from which the YES students hail, that a great
number of dogs are, in fact, dangerous
because they are generally used as guard dogs
or are strays prone to biting.

Going to church or mosques participating in Students can participate in religious services of host
host family’s religious services. family; there is nothing wrong with attending a
different religious service; however, host families
should not force a student to attend church if they
feel uncomfortable doing so.
SOCIAL LIFE AND Many students come from more Students may not be used to being Understanding of these differences as well as an
GENDER ROLES hierarchical societies where respect of independent and doing things on their own. explanation of these differences are a first step.
elders is stressed and fathers may be Female dominance may be difficult for them. Modelling by elders or advice from friends could be
dominant. They may also be used to Touching of members of the opposite sex may very helpful. Giving students time to adjust and be
segregation of males and females. be considered inappropriate whereas touching mindful of differences in touching and space
These societies stress dependence on of same sex friends may not be an issue. Public differences is helpful. Knowing that reliance on
others and doing many things as a appearances can be extremely important and friends and family is very important and gaining
group, not as individuals. People are there is a difference in public vs. private trust is a prerequisite for building a relationship. It is
very socially minded and often have behaviours. Strong reliance on friends and important to know that relationship building may be
social gatherings. Relationships are families may result in what could be slower than in the U.S. It is based on helping each
extremely important and saving face is a considered excessive communication with other and sharing secrets, not on doing activities
major concern. People can be very family and friends. Spontaneity can be together. By helping someone and doing things for
spontaneous and live in the here and interpreted as lack of planning or not being on them, you show that you care for them.
now. schedule.
COMMUNICATION Students are generally used to more The indirect way of communicating and not Know that what students say may not be what they
STYLES indirect communication styles. That directly stating what they really need, think, or really mean. It takes time to get to know the student
means they will not directly state what want can lead to many misunderstandings - and to build a trusting relationship. If the student
they think but will expect the listener to from confusion to a perception that the thinks that you do not care for him or her by doing
decipher the message and to find out student is “lying” or “manipulative”. For things for them, they may shut down and not be
what they really mean. Students rely on example, a student will find it more acceptable willing to do anything. They will say yes but have no
the context and on nonverbals to to give vague answers or make excuses instead intention of doing things because that is what they
convey a message. It is also important of saying “no”. They will also avoid direct think you want to hear.
to tell the listener what they think the confrontation at all cost and prefer to work
listener wants to hear and not to offend through third parties who can mediate for Silence may not mean that they agree; in fact it may
people, especially when they are in them. Another tendency may be to exaggerate mean that they should not object and shows that
higher positions, so they can save face. things, for several people to talk at the same they do not agree (again, being respectful). Open
It is also polite to refuse things that are time, or to get very loud and excited when ended questions such as “why did you do this? are
offered (food, for example) with the they feel strongly about something (some Arab not productive; instead, closed statements followed
expectation that it will need to be cultures). Other cultures may be very quiet by some silence may be better in getting students to

offered several times before they can (Asians, for example); for them it is important open up (for example, “this ….must have been very
accept. Likewise, when told “no”, they to be modest and respectful; this could be difficult for you”, showing the student that you feel
may argue/ ask repeatedly after being shown by not looking people directly in the for them, understand them, and want to help them.
told “no”, since this is what they think eye and by speaking in a very low and soft When the need for confrontation arises, know that
will bring the expected result. voice. this makes them very uncomfortable and the use of
Repetition is very acceptable. a third party (maybe a teacher or religious person)
may be helpful. It helps to use stories or accounts of
personal or other people’s experiences to get a
point across (could be fictitious, too) without
mentioning people by name to avoid
embarrassment.
HOUSEHOLD RULES Many students could be used to male Families may find the students passive or It may be advisable to enlist the help of a same sex
AND FAMILY LIFE dominance in their families. It could be needing too much guidance, direction, and/or person in advising the students. Doing things as a
that they did not have a lot of attention. They may be perceived as lazy if family and spending time together would be a good
independence (may be more the case they have to be constantly reminded to pick idea as well as giving a lot of direction and guidance
for females than males) and had a lot of up after themselves or keep things clean. They at the beginning and slowly making changes. Taking
very direct guidance from their parents. could also be seen as immature. Some males the student to other families where behaviour
They may not be used to the concept of may not be following instructions from patterns can be observed is also helpful. Of course,
getting an allowance and may have no females or feel uncomfortable in a female another good way to experience different family
practice in spending money, either not dominated household. Some communication styles is by spending time with friends and their
wanting to spend any or spending too practices may be perceived as “badgering”, families.
much. Household chores may not be not listening, or not following instructions.
something they are used to, especially Using other people’s property could be an
males. Objects or personal things may issue (stealing vs. sharing). Students could be
be considered as belonging not to one expecting to be treated as guests at the
individual, but to everyone in the family beginning.
because it is one unit.

TIME AND SPACE Time is not as scheduled and more fluid Some students could be late or oversleep. Students may need some time to adjust to a very
in most of the YES countries. It is not as They may want to stay up late. They may not time-oriented U.S. culture where it is important to
important to be on time. It may also not be on time at school or for certain events the schedule events ahead of time and to be on time.
be common to plan things that will family is planning on. They may change their They may need some additional help in getting up or
happen in the future. minds on whether or not they would like to do getting ready for events.
something or not openly state what they
would like to do.
Personal space may not be as important Being physically close may make some people You will need to offer an explanation on space
and people could stand a lot closer uncomfortable. differences and how people feel about it in different
during conversations. countries.
SCHOOL School and studying may vary also. In Students may have a difficult time adjusting to It is definitely a good idea to contact the school and
some countries, there is a lot of school and different expectations from the teachers early and get progress reports. It may
homework and students are expected teachers and host families. Students who do be a good idea to monitor homework and to provide
to work on their own when at home. In little homework or little independent work help (or enlist help), especially in the beginning. Get
some other countries, studying may be after school in their own countries may be grade reports early and do not assume that the
done at school and not at home. There struggling in school. Due to the idea of saving student’s reports on school work are accurate. Get
may be more group activities or very face and indirect communication styles, they the teachers email addresses and check on progress
little discussion. Testing is different may state they have done their homework and regularly before there are any issues. Conversely, if a
(multiple choice and open book tests school is going well when in fact it is not. student studies all the time, encourage them to go
may be uncommon). Writing styles, Teachers who have not had experiences with out and spend time with friends. Working with
learning styles, teacher/student people from other cultures could be friends on school work is also a good idea instead of
interaction are most likely completely misinterpreting behaviours and ways of not doing any homework. It is ok to help each other
different. approaching homework and classroom out but not to do the work for them or to copy from
interaction. In Asian cultures it is not expected others. Certain subjects in school such as U.S. history
to criticize or disagree with what the teacher is or literature may need to be taken later on in the
saying; they may be very quiet in class. In school year. After hour school clubs could help in
other countries, the classroom may be very making friends at the school and enlisting help with
loud and students work a lot in groups. homework.
Any issues regarding school should be reported to

the volunteers early on so help can be set up before
there are any problems.

ACKNOWLEDGEMENTS
This publication is made possible through support from the United States Department of State Bureau of
Educational and Cultural Affairs. See http://exchanges.state.gov.
The following individuals are responsible for the contents of this handbook:
AFS Malaysia Volunteers:
Noorliza Leow Abdullah
Sheena Maria Moses
Nazhatulshima Nolan
Muhammad Azhan bin Mohamad Rabi
Choo Ching Wong
AFS-USA Volunteers:
Colter Mertlich
Paula Mushrush
Brian Quinn
Bonnie Richardson
AFS Malaysia Staff:
Siti Idris
AFS-USA Staff
Ruth Quiles
Robin Weber
AFS-USA maintains this handbook on behalf of its YES consortium partners including ACES, AIFS
Foundation, CIEE and PAX.
Photographs courtesy of Colter Mertlich, Brian Quinn and Bonnie Richardson.

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HANDBOOK FOR U.S.

Hosting Participants from Malaysia 1

Hosting Participants from Malaysia 2

1. T or F Malaysia is a young country with a long, diverse cultural history.

3. T or F In Malaysia, religion is often tied to a particular ethnic group.

4. T or F Buddhism is the official religion of Malaysia

7. T or F It is common in Malaysian households to have a live-in helper or maid.

8. T or F There are many elective classes in Malaysian schools.

Hosting Participants from Malaysia 3

3. T or F In Malaysia, religion is often tied to a particular ethnic group.

4. T or F Buddhism is the official religion of Malaysia

7. T or F It is common in Malaysian households to have a live-in helper or maid.

True. Many households in Malaysia have maids to do housework. As a result, Malaysian

Hosting Participants from Malaysia 4

Hosting Participants from Malaysia 5

Hosting Participants from Malaysia 7

Brief Outline of the History of Malaysia

Hosting Participants from Malaysia 8

CIA World Factbook: https://www.cia.gov/library/publications/the-world-factbook/geos/my.html

Hosting Participants from Malaysia 9

Hosting Participants from Malaysia 10

The iceberg shows that some elements of culture

The visible and invisible parts of culture interact

When two cultures, like two icebergs, collide, the

During the hosting experience you and your

You may be wondering, “How can I learn

Hosting Participants from Malaysia 11

Hosting Participants from Malaysia 12

Culture and Perception

Hosting Participants from Malaysia 13

Ask your student what s/he is accustomed to doing on his/her birthday.

Hosting Participants from Malaysia 14

Hosting Participants from Malaysia 15

Direct versus Indirect Communication

Body Language - 55%

Hosting Participants from Malaysia 16

Hosting Participants from Malaysia 17

Example of saving or having face

Meeting & Greeting Etiquette

Hosting Participants from Malaysia 18

Hosting Participants from Malaysia 19

Hosting Participants from Malaysia 20

Hosting Participants from Malaysia 21

Hosting Participants from Malaysia 22

Water and Bathing

Washing for Religious Practice

Hosting Participants from Malaysia 23

Islam requires cleansing with water after use of the toilet.

Hosting Participants from Malaysia 24

Hosting Participants from Malaysia 25

Respect for Elders and Authority

Hosting Participants from Malaysia 26

Hosting Participants from Malaysia 27

Malaysian food has been described as a cultural fusion of Malay, Indians,

Hosting Participants from Malaysia 28

Meal Time Etiquette and Manners

Hosting Participants from Malaysia 29

Peer Relationships & Dating

Social Events & Parties

Clothing & Appearance

Hosting Participants from Malaysia 30

Hosting Participants from Malaysia 31

Classes & Schoolwork

Hosting Participants from Malaysia 32